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Environment according to Denek, described someone who is ready and
able to learn and also wants to learn, if this same person is kept in a
room without books, pictures and has no one to talk to, such a person
might not learn effectively. Thus, for learning to take place and the
performance of students be enhanced, the school surrounding must be
stimulating and encouraging. The school environment must be inviting
or welcoming, conducive and accommodating for adequate and effective
learning to take place.
According to Grant (1985), school buildings
should be a suitable building furnished and well equipped for
habitation. As dilapidating buildings, lacking mental stimulating
facilities that are characterized with low or no seating arrangement
will also be destructive to students’ academic achievement.
It has been proved that students that are taught in stimulating
environment with laboratory equipment, rich instructional aids, pictures
and are allowed to demonstrate using their functional peripheral nerves
like eyes, hands and sense of taste performed better than those trained
under theoretical and canopy of abstraction.
Alban (1971) believes
that each class should have a separate area of quite lesson. According
to him, it will be difficult for the students to concentrate if they
can hear what is happening in another class. And that each room should
be large enough for the students to sit on desks when necessary and yet
leave a good space between desks so that the teacher can easily reach
the students to give individual help.
Bowers and Burkett (1987) found
that improper maintenance of fixtures can lead to low academic
performance of students in a school setting and it can lead to
misinterpretation of written words especially on the chalkboard.
Thus, teaching and learning should be done under an organized,
planned and fortified environment with learning instructional aids to
stimulate students’ sense of conception, perception and concentration
in order to facilitate systematic understanding and requisition of
knowledge in them.
More also Dunn (1985) insisted that the lighting
of a school should be considered an active element of the total
educational environment. He found that good lighting contributes
significantly to the aesthetics and psychological character of the
learning space, while inappropriate illumination levels abuse the human
eyes and leave unfortunate physiological consequences on students’
academic performance.
Boekaert (1993) had indicated that a
supportive/aesthetic academic setting is considered by students as an
extension of their personal resources and it serves to reduce anxiety
and negative effect that can arise in their performance.
Bandural
(1997) in support believe that good aesthetic environment foster
psychological growth that contributes to the quality of life beyond the
vocational domain.
It is well accepted in the scientific community that prolonged
exposure to high intensity noise in community or school setting is often
harmful to the health and behaviour of large segments of the exposed
population or students. This in turn reduces students’ concentration
or conceptual focus to learning.
Evans and Martin (1991) discovered
in their findings that there are significant increases in blood pressure
associated with students in schools near to noisy urban streets, market
and around airport. Students in such noisy environment are often
associated with deficits in mental concentration, making more errors on
difficult task and greater likelihood of giving up on tasks before the
time allocated has expired. In effect, therefore, the location of
schools is of critical importance.
Hence, Sprinthall (1987) says
markets and garages located near school have always pose a threats to
students. Therefore, for an effective learning and high academic
performance, schools in both rural and sub-urban and urban areas should
be located off zones, characterized with smoke/gas pollution and market
centres.
According to the National Centre for Educational Statistics
(NCES) (2007), observed that a new building with inadequate educational
facilities and aesthetic design influences students attitude and their
performance.
More also, location of schools especially at the rural
areas is a factor to students attitude to school, as most students are
made to walk several kilometres to their school every morning thereby
getting them weak and tired for effective concentration. And this
invariably leads to poor academic performance.
In an article “science facilities for our schoolsâ€, the
National Science Teachers Association (NSTA) (1975) reported that the
teaching of science was concerned with helping students understand the
facts, concepts, principle and generalization of science. And science
as a problem solving skills and techniques requires adequate laboratory
facilities for wide variety of learning activities and experience. But
in most rural schools, the equipment are either inadequate or
non-existence.
Home Environment
It is an indisputable fact that the home environment/ background
exert considerable influence on the development and academic performance
of the child/student.
The home being the first and major agency of
socialization has great influence and bearing on the development of the
child. Most students who are successful/great achievers and well
adjusted come from families where sustaining wholesome relationship
exist.
It is the home which sets pattern for the child’s attitude
towards people and society, aids intellectual growth in the child and
support his aspirations and achievement. A child’s home environment
affects his/her degree of achievement academically.
According to Morrison (1975), many of the distinctive
characteristics of a child’s home in relation to his experience in
school may be seen to influence his academic achievement. Â Students
from homes where books, magazines, newspapers, periodicals and other
reading materials are bound to achieve more academically than the rest
of his/her mates who may not be opportuned to such an enabling
environment and materials.
Oladele (1981) supported this view by
claiming that home should provide the opportunity for the child to show
his interest and ability by providing an environment intellectually
stimulating to the child
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